In institutional research on campus, we seek to describe what behaviors seem related to the retention of undergraduates on campus. An example from the research is to describe whether the use of library services tends to increase occurs with an increase in grades achieved.
Thus, we collect data on the use of library services measured in hours. We also collect data on education progress measured as GPA for the year. Those research results help us to describe whether library use seems related to grades achieved in the first year. Then, we compare those two variables for the two groups: Undergraduates who drop out in the first year and undergraduates who are retained in the first year. The importance of such descriptive research is to use the results to help improve retention of undergraduates on campus (Soria, Franson, & Nackerud, 2013).
CLASS: Do you have an example from the research that shows the importance of it in an area of behavioral sciences in which you have an interest? Please explain
Use the participation rubric to ensure that you are completing the criteria required to earn full points for substantial participation.
Cozby, P. C., and Bates, S. C. (2015). Methods in behavioral research. (12th Ed).
Vital Source ebook retrieved from UOPX campus, Psyc 610 –
Research Methods website.
Soria, K. M., Fransen, J., & Nackerud, S. (2013). library use and undergraduate student
outcomes: New evidence for students’ retention and academic success. Libraries and the
Academy, 13, 2, pp. 147-164. Retrieved from
2. Source useful for academic writing
Please carefully review the information in Chapter 2 relative to what academic sources you might use when writing for this graduate class. In this part of our discussion, take a topic of interest to you related to the behavioral sciences to find academic sources in both the UOPX online library and the Google Search website at https://scholar.google.com/. If you need to focus more on your topic of interest in the ideas of behavioral science can be found at the American Psychological Association (apa.org). In your replies, let us know how you would compare the usability of the results from the two sources for writing on your topic of interest in this class. You might call it an analysis of the pros and cons found in your comparison. Please review the participation rubric while completing your replies and before submitting them.
3. Informed Consent – Whose interpretation of it?
Researcher X collected data from a group of women over the age of 40. The focus of his study was on estimating the ‘risk of developing depression after age 40.’ Prior to data collection, the researcher explained that the results of the study would be made available to participants when the study was completed. He explained that only aggregate data (group data) not individual results, would be available. Participants signed ‘informed consent’ forms and the study was conducted. Participants completed a number of different questionnaires along with a structured interview. The researcher’s goal was to determine if he could estimate the risk of depression on the basis of a number of different variables including age, marital status, history of depression, physical health, and job satisfaction. When the study was completed, one of the participants wanted to see her results. The researcher provided her with aggregate data, as stated at the onset of the study. The participant insisted on seeing her individual data, claiming that she had a right to know her own personal risk of depression. The researcher refused, claiming that she had signed the ‘informed consent’ agreement prior to participating and that the procedure was clearly explained to her in advance of the study. Has the researcher committed an ethical violation? Explain.
American Psychological Association (APA). (2014). Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments. Retrieved from https://. Get Psychology homework help today
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